In this significant task, students will study immigrant life in the United States as the turn of the century. They will consider the factors that drove immigrants to risk everything to come to the United States, as well as examining the life available to immigrants once they arrived. First, they will interview different family members to learn more about their bloodline. Then they will consider their own connection to immigration by creating a class bloodline map. Next, they will conduct research on immigration patterns through analyzing tables of the origin of immigrants and where they settled upon arrival. Finally, students will gain insight into immigrant life through primary source research and the creation of a documentary of a young immigrant in the United States.
LESSON ONE: Vocabulary and Assessment
Was America transformed by immigration?
LESSON TWO: Family Crest
Attached is the sheet the students will fill out concerning their crest
High school juniors and seniors use the Oshel website the most. (There are links below) They enjoy looking up the symbols and colors, and what they represent. In the assignment the students learn about family crests, and then they create a crest of their own in Photoshop.
Start by showing the crests for your family – For example: Monk and Cole
The two families are a good contrast since Monk is a very old name with a simple crest and Cole is more ornate. (Traditionally if the crest is simple it's an older crest, this holds true for all nationalities that use the crest). Crests were also used to identify you in battle and they were awarded for some act of valor or bravery.
EXAMPLE: Devlin (you can google the crest on-line) is an old name it means "of black pond". Most other Irish surnames derive from a person, like O'Connor (King Connor MacNessa) but Devlin is an exception.
MOTTO: Mea Crux Stella meaning the cross will be my guide. The kids enjoy the mottos. They can get pretty interesting.
COLORS: Azure: Loyalty and truth. Gold: Generosity and elevation of the mind.
SYMBOLS: The stars are actually called mullets they are symbolic of divine quality from above
The Celtic Cross is the symbol of a defender of the faith.
A symbol above the crest is something that has been awarded at a later time, usually for a significant act. Griffin above the Devlin crest is an overarching symbol of Valour and death-defying bravery; vigilance.
Every year the students who are of African American decent question their last name, that it's not really their family. Explain that this is a lesson, and symbolism. Also, explain that all family might not have a family crest, as well that there are other nationalities cannot trace their ancestry due to war and/or lack of records.
Before you begin to work on a crest for your origin you will need to research crests, heraldry and heraldic symbols. Students will view a video about how they acquired their last names.
1.What is a crest (also known as a Coat of Arms?
2.What was the original purpose of the Coat of Arms?
3.Do you have a family crest? Type in your family's last name (if you cannot find one for your last name try your mother's maiden name or a grandparents name).
4. If you do have a crest what do the symbols mean? Do you have a family motto?
5. Go to Google, type in "crest and symbols" this will give you a list of heraldic symbols. Write down at least 5 symbols and what they mean.
Examples: Azure or blue stands for loyalty and truth. A Lion represents courage.
If you are ready to begin your crest open a 5"x7" Photoshop file with a resolution of 200DPI.
LESSON THREE: Interviews
Teachers will provide historical resources (see links) for students' to use to research immigrants' lives in the United States. In their interviews, students will present a profile, which will include the information about the following.
1) Who they are (name, age, and nationality)
2) Where they came from?
3) Why they came?
4) When they came?
5) Where they settled and why?
6) How they made a living
LESSON FOUR: Mapping Bloodlines
Part 1: Class Heritage Map
As preparation for this activity, students will be assigned homework (Williams, Andrew/ Mason, Regina, The Life of William Grimes and
Korrol, Virginia E. Sanchez
From Colonia to Community
, The History of Puerto Ricans in New York City, 1917-1948) to research their family heritage. Not only should they find out from where their families immigrated, but also (if possible, why their ancestors came to the United States.
1. Create a map of immigration patterns (Use prezi.com) for presentation)
2. Judge the impact of immigration on American culture.
3. Analyze tables and statistics of immigration.
4. Read and analyze primary source documents and photographs.
On the day of the mapping activity, the teacher will provide computer access to prezi.com. Each student will add photographs, videos, and other information relevant to their family bloodline.
LESSON FIVE: Migration Documentary
It is important that teachers are sensitive to the needs and feelings of these students. It is as equally meaningful to report that your family came from Germany to escape the Holocaust as it is to report that your family came from North Carolina for economic opportunities in the industrial north.
Each student will:
- Select an anticipated audience
- Write 2-4 page Research Essay (Organize the documentary by choosing one of these writing projects.)
- 1-2 Page Written Treatment (Treatment: A description of the documentary.)
- Gather digital Artifacts
- Create Storyboard
- Make the Documentary
- Assess the Documentary